Who should take ED-D 101?
ED-D 101 Learning Strategies for University Success
The university experience is centered on learning new skills. And who says they can’t be study skills?
Whether you’re coming directly from high school, transferring from a college, or have had some time away from the classroom, we offer a credited course to help you become a better university student.
Based on contemporary research in the field of education and learning, this course ensures that every undergraduate student at UVic has access to the tools they need to achieve academic success. ED-D 101 will help you:
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Diagnose and solve academic difficulties
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Take control of learning, motivation, and procrastination
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Learn evidence-based strategies for academic success
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Improve exam and assignment performance
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Set goals to optimize studying
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Learn in a supportive and collaborative environment
ED-D 101 is a 1.5-credit course available to all undergraduate students concurrently enrolled in at least one other university course. It is offered to all UVic students on campus and comes highly recommended by a number of students.
Why Should I take ED-D 101?
A recent study conducted by the TIE team (Dr. Allyson Hadwin, Dr. Paweena Sukhawathanakul, Ramin Rostampour, Michelle Bahena Olivares, and Kate Shostak) explored the role the pandemic plays in post-secondary student’s academic lives in terms of their mental health, academic challenges, and outcomes.
The Infographic demonstrates How EDD-101 Helps Students Dealing with Distress under the Pandemic
What's in ED-D 101?
A typical semester with EDD 101 looks like this:
Week 1
Learning to Learn Online
• Getting set up with your LMS tools
• Electronic calendar
• Learning to learn online
• Introduction to our course, tools & expectations
Week 2
Self-regulating learning & academic success
• Factors contributing to student success
• Self-regulated learning theory & practice
• Learning when and how to ask for help
Week 3
The science of learning & remembering
• Psychology of memory & attention
• Generative Learning processes
• Science of rehearsal & recall
Week 4
Understanding tasks & expectations
• Task perceptions & SRL
• Psychology of task perceptions
• Disciplinary beliefs & expectations
• Improving task interpretation
Week 5
Planning & self-monitoring
• Planning and academic success
• Goals for mastery each week
• Metacognition theory & practice
Week 6
Managing time & procrastination
• SRL and time management
• Metacognition and time management
• Psychology of procrastination
Week 7
Active learning in the social sciences
• Self-regulating active reading
• Self-regulating effective notetaking
Week 8
Active learning in STEM subject areas
• Self-regulating problem solving
• Strategies for computational courses
Week 9
Regulating Motivation
• Psychology of motivation
• SRL and motivation
• Regulating and controlling motivation
Week 10
Practice tests and exams
• Psychology of practice tests and exams
• Why summative tests are good for learning?
• Taking an SRL approach to exam preparation
• SRL during exams
Week 11
Regulating emotions & mental health
• SRL and academic emotions
• MHWB and academic success
• Exam and performance anxiety
Week 12
Learning to collaborate
• SRL and effective teamwork
• Co-regulation and shared regulation
• Critical role of planning, monitoring & reflection • Leveraging technologies to promote more effective teamwork
For more details, please visit the latest syllabus.